THIRTEENTH TASK

Bloom's Taxonomy

1. Knowledge

1. What means “organism plus environment”?
2. How is neoliberalism described?
3. What are the categorical types of literacy?
4. What is about the cultural literacy?
5. How is ecopedagogy defined?

     

   B.  Comprehension

1. What would you do as a prospective teacher to encourage students to conserve the environment?
2. what is the purpose of the environmental movement ?
3. How do you interpret the phrase “ the progressive educator must always be moving out on his or her own,continually reinventing me and reinventing what it means to be democratic in his or her own specific cultural and historical context”?
4. How do you associate "sustainable society" in term of "ecological sustainability?
5. According to Jim Cummins and Dennis Sayers delineate three categorical types of literacy, can you make a contrast between these?
   

   C. Application

1. How do you show the code for understanding the basic ecological unit of survival in your daily life?
2. Which could be some strategies to solve what human production and consumption cause in flora and fauna?
3. How did U.N. Stockholm conference change the people’s attitude about the environment issue?
4. Which were the causes affecting the publication of Earth Charter ?
5. Can you relate the Environmental Education as contested terrain? Why?

   D. Analysis

1. How do you explain the meaning of transnational technocapitalism and its purposes?
2. According to the author, how he connect rapid advances in military science and technology?
3. How do you explain the fact that implement Environmental Education had not been defined before Stapp defined this discourse?
4. Compare O'Sullivan's perspective and Gonzalez-Gaudiano’s perspective about Transformative Education. What did you find different?
5. What can you infer about ecological sustainability?
   

E. Summary

1. According to the reading “Towards Ecopedagogy: Weaving a broad-base, pedagogy of liberation for animals, nature and the oppressed people of the earth, how do you generalize the Ecological Catastrophe in the 21st century?
2. According to the reading “Towards Ecopedagogy: Weaving a broad-base, pedagogy of liberation for animals, nature and the oppressed people of the earth, describe the role of capitalism in the 21st century.
3. How do you describe the process from being environmental literacy to being ecoliteracy?
4. How do you describe the process from an environmental education to an education for sustainable development?
5. Design a mental map with the main characteristics of the “Zoo School”.
   

F. Evaluation

1. How do you judge the phrase “living beings and organic habitats are being culled and destroyed in the name of human production and consumption at staggering rates”? Are you agree or disagree? support with examples.
2. Evaluate the use of an environmental education, what are the positive and negative effects of using an environmental approach in the education field?
3. Compare and assess the idea of promoting sustainable development and improving environmental issues through education with the context of education in Colombia.
4. Compare a transformative education with a biocentric approach within the English Education field.
5. Evaluate the expansion of globalization around the world, what are the advantages and disadvantages?

TWELFTH TASK 

 "Intercultural Communication"

Cultural Patterns that a foreigner should be aware when they came to Colombia

Communication has been seen for many people as culturally influenced by words, actions, postures, gestures, tones of voice and facial expressions. However communication is more than those aspects, communication is framed by the speaker’s culturally bound values, such as the way the communicator handles time, space and materials, and the way they work with others. That is when a foreigner goes to another country that has a different culture; they need to be aware on the values, beliefs, and behaviors that have been shaped based on their historical, social and cultural context.



First of all, one cultural pattern that Colombians have is to enter into topics of conversation that seem personal and delicate to Americans. For instance, people’s age, weight, salary and other personal information. Also, Colombians readily enter into discussions of politics and even topics that are particularly controversial such as drug trafficking, guerillas and corruption. However, Americans talk about topics such as sports, jobs, the weather or past experinces, they limite themselves to talk about personal and controversial topics.


Second of all, one on hand when Americans met people they exchange short stataments, or keep greetings to a minimum. On the other hand, Colombians is full of rituals. Colombians usually repeat statements to greet someone. For instance, Colombians ask people one after another questions to greet someone, "how are you?", "what's up?", "what are you doing?","what's new? that implicitly is the same question.


Thirdly, Colombians have a flexible orientation towards time. They don't plan what they will do during the year or every month. Also, the mayority of Colombians are recognized to be late in the arregements different from Americans or Asian people, that for them arrive on time it is important and respectful.

ELEVENTH TASK

Mark Zuckerberg Can Still Fix This Mess

By Jonathan Zittrain

1.   Whose viewpoint is expressed?

The data you share and the inferences Facebook makes about you are packaged together with similar people's data, stripped of names and sold to companies. That allows businesses to put ads in front of people they're certain they can influence.

2.   What does the author want us to think?

The author wants us to think that our identities, personal information and provided data in Facebook, it is not safe and personal because it can be in the hands of whoever and whomever they share it with.

3.   What viewpoint is not expressed? Whose voice do we not hear?

Once we share data from us through Internet, it's hard to put boundaries around it. Facebook trusts companies and researchers who obtain your data to use it properly. Also we should be careful and sensible on what type of information we share, because we don’t know who can use these data for other purposes.

4.   What is an alternative perspective of the text?

Tech companies can and should do more to protect users, including giving users far more control over what data is collected and how that data is used.

5.   Can you think of other questions this text responds to?

What strategies do politicians use in their campaigns to persuade people?

 Maria Paula Camacho Aroca                                        20151136252

First Draft of My Essay

Improving Reading and Writing skills through the use of ICTs

The use of ICTs has increased during the last years both at home and school. Currently, it is common to
see people using a technological device for communicating with others, to be updated or for
entertainment. Also, there is a vast interest in using the virtual modality to teach and learn foreign
and second languages. Virtual education is defined by Cardona (2006) as a revolutionary
educational model that is made up of an innovative and flexible curriculum that brings about
interactivity in the teaching-learning process thanks to the technological support offered by
telecommunication systems, electronic networks, didactic tools and virtual libraries and labs
(translated from Cardona, p. 14). This new tool becomes a facilitator of teaching-learning
processes due to the integration of different kinds of activities that allow students to develop different
skills. The use of ICTs in the English language field improve particularly the students’ reading
and writing skills.

First of all, using electronic books make students to learn vocabulary, grammar structure and cultural
topics unconsciously in a didactic manner. The eBook makes it easier to learn new words, just by
clicking on a word to view its definition. Also, students can easily share comments, ideas and opinions
through social networks, making the reading experience more communicative. For instance, a research
study, A. Marzban (2010) found that students who were taught using ICTs significantly outperformed
the students who were taught by the traditional teacher-centered methods of teaching reading
comprehension which invest the total time of the class on the structural analysis of the passages,
rigid vocabulary memorization, and translational exercises which are congruent with viewing reading
as a passive skill.

In the second place, using interactive multimedia such as digital stories encourage students to read
more frequently. As the multimedia content of digital stories such as images, sound, videos appeal to
students and spire them to read because the readings are not boring. Moreover, the act of reading
through interactive multimedia will involve more senses, therefore, they will comprehend and learn
easily vocabulary, grammar structure, narrative characteristics than just reading from a thick book.

However, a disadvantage of using ICTs to teach reading is to control the students because they might

be distracted to see other websites that are not related with the readings. It is common to see within a
computer lab that some students who have receive instructions to perform a task or activity, use the
time stipulated for other purposes such as entertainment in Facebook, whatsApp, Twitter, YouTube
and some other websites. As a result, they will not performed the tasks and their learning process
will be affected.

Moreover, students can improve their written skill through educational platforms. For example, students
can collaborate their ideas in real time with their classmates through an online debate. According to
Yakelin Salinas (2009), her study showed that students were able to create their own texts thanks to
the guidelines provided at the beginning of the process of using ICTs during the written process.
Students used the creation of a spider web to brainstorm ideas, the creation of the draft, the draft
revision and the final document served as helpful steps for students to create their own texts.
In addition, students integrated vocabulary according to their topic of selection and used grammar
structures previously studied in the course.

As conclusion, the use of ICTs in English Language Teaching has many benefits which it can contribute
to change the traditional teaching method to an innovative and flexible using ICTs. Nowadays,
teachers should use a technological tool because it is a reality that most of students are in contact
every day with technology, and teachers could take advantage of it to engage their students to learn
a second language in an enjoyable and pertinent manner.

Bibliography

A.Marzban(2010).Improvement of reading comprehension through computer-assisted language
learning in Iranian intermediate EFL students. Procedia Computer Science,3 (2011), 3–10.

Cardona, G. (2006). Metodologías y didácticas virtuales. Colombia: CINEV Centro de Investigaciones
en Educación Virtual.

Yakelin Salinas(2009).Project Work Implementation in a Virtual Colombian Public University Environment. Journal How,Vol 16, No.1,147.